Camtree Digital Library

Camtree, the Cambridge Teacher Research Exchange, exists to promote, support and publish ‘close-to-practice’ research carried out by educators. The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.  

Camtree is a centre based at Hughes Hall, a constituent college of the University of Cambridge. You can find out more about Camtree at https://www.camtree.org.

Recent Submissions

  • PublicationOpen Access
    The impact of interdisciplinary purpose-driven lessons using the Nazca Lines as the subject of students’ learning
    (Camtree: the Cambridge Teacher Research Exchange, 2026) Hanawa, Masayuki; Kobayashi, Kotaro; Nagaoka, Masaru; Sakamoto, Yuma; Kizawa, Hiroto; Terashima, Naoya; Kobayashi, Shinpei
    Background and purpose: Many students experience difficulty engaging with abstract mathematical concepts such as ratio, often perceiving them as disconnected from meaningful activity. Connecting learning with purpose, curiosity, and the meaning of learning may help address this challenge. This study explores how a purpose-driven and culturally rich context can foster students’ engagement and enjoyment of learning, using ratio and enlargement as the mathematical content through which these experiences were examined. Aims: The aim was not primarily to measure improvement in computational understanding of ratio, but to explore whether students could enjoy engaging with ratio as an abstract concept, experience its usefulness through application, and participate actively in learning activities. Design or methodology: This case study involved about 30 Year 4 students (aged 9–10) in an elementary school. Four lessons were co-designed and delivered by teachers, graduate students, and university students. Students practiced enlarging figures on paper, then drew large-scale Nazca-style shapes in the schoolyard. Data were gathered from questionnaires (5-point scale and open responses), observations, student work, and reflections. Findings: Students rated the activities as very enjoyable (average 4.9/5) and showed strong enthusiasm and collaboration. Their reflections revealed curiosity, a sense of achievement, and increased engagement, suggesting that learning became more meaningful through participation in the activities. Conclusions, originality, value and implications: Purpose-driven, interdisciplinary lessons can support student motivation and promote deeper learning. This project demonstrates how integrating various themes can foster both understanding and engagement. It could be adapted to other subjects and grade levels to create opportunities for students to discover "why" they learn - through the process of learning itself.
  • PublicationOpen Access
    Enhancing Teacher Engagement in School Research
    (Camtree: the Cambridge Teacher Research Exchange, 2026) Akhmetzhanova, Dinara
    Context: Teacher engagement in research is identified as a critical yet often low-involvement area within educational practices. Many educators perceive participation in research as time-consuming and complex, leading to reluctance in engaging with action research despite its potential benefits for pedagogical practice. The SHARE project in Kazakhstan seeks to enhance this engagement by exploring the integration of collaborative research and reflective practices. Aims: The primary aim of the study is to identify measures that can increase teacher engagement within the SHARE project. By examining teachers' experiences and motivations, the research attempts to understand how to facilitate deeper involvement in the action research process. Methods: A qualitative case study approach was employed to collect data from ten teachers involved in the SHARE project. Data collection methods included surveys, lesson observations, and focus group discussions. Participants were encouraged to choose their research topics, which allowed for a personalized investigation into their teaching practices and professional development. Findings: The findings indicate that while teachers could choose their topics, various external factors such as time constraints and lack of experience still hindered full engagement. The study highlighted the importance of collaboration among teachers, positive feedback from peers, and support from school leadership in fostering confidence and motivation. Participants reported improvements in their teaching practices and student engagement as they embraced a culture of reflective learning and collaborative inquiry. Implications: The study suggests that enhancing teacher engagement in research involves fostering a supportive culture that promotes continuous reflection, collaborative problem-solving, and the autonomy to pursue individual research topics. Insights gained from this research can inform future initiatives aimed at embedding action research into daily pedagogical practices, thus contributing to sustained professional development and improved teaching outcomes within broader educational contexts.
  • PublicationOpen Access
    Using mindfulness-based interventions to reduce stress and anxiety among students
    (British Council Partner Schools, 2025) Okoro, Chinedu Vincent
    Context: The study is rooted in the context of Olumawu School, a private institution in Abuja, Nigeria, known for its focus on holistic student development. With increasing levels of stress and anxiety observed among students, this research sought to understand and address these mental health challenges through mindfulness-based interventions and workshops. Aims: The research aimed to explore the effects of stress on students' academic performance, identify the main stressors as perceived by students, and examine how stress manifests in their behaviors. The overarching goal was to implement and evaluate mindfulness-based workshops designed specifically to alleviate stress and improve time-management skills among students aged 11 to 17. Methods: A mixed-methods approach was employed, incorporating qualitative and quantitative data collection techniques. This included reflective journal entries from the educator, questionnaires distributed to students, and focus group discussions with teachers. The data collected aimed to comprehensively evaluate student perceptions of stress, its sources, and the effectiveness of the workshops. Findings: The workshops resulted in substantive positive outcomes, with 94.4% of students reporting reduced stress levels and improved organizational skills. Participants particularly benefited from techniques for managing academic stress, with 88.9% acknowledging the workshops' positive impact. However, some areas, such as the ability to balance academic and personal life, indicated a need for ongoing support and individualized counseling. Implications: The findings suggest that mindfulness-based interventions can significantly enhance student well-being and academic performance. The study highlights the necessity of integrating mental health support systems within educational frameworks, indicating that successful interventions can be adapted across various educational settings. It also underscores the importance of continuous follow-up and tailored strategies to sustain the efficacy of such programs.
  • PublicationOpen Access
    The effect of social media on the learning environment - can AI provide part of the solution?
    (British Council Partner Schools, 2025) Tewfik, Hala
    Context: This study was conducted at Maadi Narmer School in Cairo, Egypt, a prominent educational institution addressing the effects of social media on the learning environment. The school emphasizes character development and skill enhancement, alongside academic education, recognizing the growing influence of social media on students' daily lives. Aims: The primary aim of the research was to explore the impact of social media on the educational experience at Maadi Narmer School, assessing perceptions from students, teachers, and school stakeholders. The research also sought to determine how integrating artificial intelligence (AI) could enhance learning, while promoting responsible use of social media. Methods: A mixed-methods approach was employed, including a reflective journal, student questionnaires, and focus group discussions. The student questionnaire obtained insights from 22 students, while the focus group comprised teachers and stakeholders who contributed to a comprehensive understanding of social media's implications for both students and educators. Findings: The survey revealed that students spend significant time on social media but are increasingly aware of its potential drawbacks. Notably, while a majority recognized its influence on learning, they expressed intentions to manage their usage more judiciously. Teachers reported enhanced confidence in guiding students through issues like cyberbullying and effective online communication. All stakeholders acknowledged the critical need for a clear digital policy. Implications: The findings indicated that responsible use of social media could create a more engaging learning environment, with AI tools offering a means to modernize educational practices. The research highlighted the importance of continuous professional development for teachers and the necessity of clear communication regarding digital policies within the school community. Other educators may take note of how structured awareness programs can effectively bridge the gap between students' digital lives and traditional classroom dynamics.
  • PublicationOpen Access
    Overcoming Mathematics anxiety through CPD interventions and implementation
    (British Council Partner Schools, 2025) Katule, Innocent
    Context: The study focuses on addressing Mathematics anxiety through Continuous Professional Development (CPD) interventions at Deeper Life High School, a hybrid education institution in Nigeria. The initiative emerges from the observation that teachers need to effectively demystify Mathematics phobia among students, especially given the diverse socio-economic backgrounds of the students and educational staff across the school's campuses. Aims: The research aims to explore the relationship between CPD for teachers and students' experiences with Mathematics, understand students' perceptions of Mathematics, and investigate teachers' strategies for addressing students' struggles in Mathematics. The overarching goal is to improve teacher practices and, consequently, student outcomes regarding Mathematics anxiety. Methods: An exploratory action research approach was employed, involving focus groups with up to 30 teachers, surveys administered to approximately 180 students, and individual interviews with 12 teachers. These methods were designed to collect qualitative and quantitative data on the experiences and perceptions of both teachers and students in relation to Mathematics teaching and anxiety. Findings: The findings indicate that the CPD programs resulted in heightened confidence and competence among teachers in addressing Mathematics phobia. Teachers reported enhanced skills in differentiated instruction and technology integration, contributing to a more supportive classroom environment. Despite successes, challenges such as time constraints and varying levels of teachers' technological proficiency remain. Moreover, approximately 17% of students still experience significant Maths anxiety, which is essential to address through continuing CPD efforts. Implications: The study reveals that targeted CPD can positively influence teachers' efficacy in recognizing and addressing Maths anxiety, potentially leading to improved student learning experiences. The emphasis on practical tools, technology integration, and collaborative learning can be beneficial for similar educational settings. The research highlights the necessity of ongoing support and development for teachers, particularly in integrating differentiated instructions and handling emotional aspects related to Mathematics instruction.
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Communities in Camtree Digital Library

Select a community to browse its collections.

Now showing 1 - 5 of 23
  • 16-19 Community – Sixth Form College Association & Huish Centre  
    Supported by the Sixth Form Colleges Association and the Huish Centre for Practitioner Development, this is a space for research focusing on the unique 16-19 age range, conducted in sixth form colleges by sixth form staff.
  • Cambridge University Press & Assessment  
    Cambridge University Press and Assessment's International Education group
  • Camden Learning  
    Camden Learning is a partnership between Camden Schools and Camden Council. It brings education practitioners together, to share expertise, drive improvement and achieve excellent practice.
  • Camtree Main Community  
    Camtree is the Cambridge Teacher Research Exchange. This community contains peer-reviewed reports of close-to-practice research submitted to Camtree by teacher-researchers who are not associated with another Camtree partner or domain.
  • College of Education for the Future, BNU at Zhuhai  
    Research from the College of Education for the Future, part of Beijing Normal University at Zhuhai